Enhanced Learning Environment Research Articles

Transforming teacher-student relationships through montessori philosophy: addressing educational challenges and enhancing learning environments

This study examines the transformative potential of Montessori educational philosophy in reshaping teacher-student relationships and promoting holistic child development. Contemporary educational paradigms increasingly emphasize active student engagement and collaborative teacher-student dynamics, with the Montessori method emerging as a particularly innovative approach. Developed by Dr. Maria Montessori in the early 20th century, this child-centered pedagogy emphasizes learner autonomy, self-directed exploration, and the innate capacity of children to construct their own knowledge within carefully prepared environments. The research addresses critical challenges prevalent in traditional education systems, including ineffective teacher-student communication, low student engagement, insufficient social-emotional support and excessive academic pressure leading to stress and behavioral issues. Through philosophical analysis and comprehensive literature review, this investigation demonstrates how core Montessori principles—including prepared environments, self-directed learning, and mutual respect—can effectively address these systemic challenges. The study's objective include: (1) Identifying the fundamental concepts of Montessori philosophy, (2) Analyzing the main challenges in teacher-student relationships within traditional education systems, (3) Explaining the rationale for selecting Montessori philosophy as the theoretical framework, (4) Exploring how Montessori principles can address teacher-student relationship issues, and (5) Proposing Montessori-based solutions to improve teacher-student relationships. The research concludes with practical recommendations for integrating Montessori principles into mainstream education include: (1) Enhanced communication, (2) Increased student engagement, (3) Improved Social-Emotional Development, (4) Reduced Academic Stress. These proposals aim to create more nurturing educational ecosystems that foster authentic communication, meaningful student engagement, and reduced academic stress. By implementing Montessori-inspired reforms, educational institutions can develop learning environments that not only enhance cognitive outcomes but also support emotional well-being and social development, ultimately preparing students to thrive as confident, self-motivated learners. The study's findings have significant implications for policymakers, school administrators, and teacher educators seeking research-based approaches to improve teacher-student relationships and overall educational quality.

Embodied Learning in Architecture: A Design Studio Model Utilizing Extended Reality

This study presents a novel pedagogical model for architectural education that integrates an extended-reality (XR) enhanced learning environment with embodied cognitive approaches. Addressing the limited application of technology-driven embodied experiences in architectural education and the lack of empirical studies assessing their effectiveness, this research examines how an XR-integrated design studio model facilitates ideation, design development, and reflective practice. Using an action-research methodology over 15 weeks, the study involved 12 third-year architecture students divided into experimental and control groups. The first two stages assessed the model’s impact on time management, decision-making, and students’ sense of ownership in the design process, while the third and fourth stages evaluated the quality of design outcomes, creativity, presentation skills, and overall student satisfaction. The findings demonstrate that an embodied cognition-based XR learning environment significantly enhances students’ experiential understanding of design proposals, encourages active exploration of design alternatives, and supports problem-solving within the architectural design process. The model also improved decision-making and time management by enabling students to comprehensively experience and evaluate their proposals. This study highlights the pedagogical value of integrating embodied cognition principles with immersive digital environments in architectural education and provides a structured framework for leveraging emerging technologies to enhance creativity and innovation in design studios.

Exploring transformational leadership in education by leveraging diversity and technology for inclusive practices

PurposeThe aim of this article is to examine how transformational leaders in primary, secondary and post-secondary education can leverage diversity and technology integration to create inclusive and effective learning environments that enhance student engagement and address systemic inequities.Design/methodology/approachThis study employs a critical review of the existing literature to identify the major characteristics of transformational leaders in primary, secondary and post-secondary education, focusing on how these traits can enhance practices that leverage diversity and technology. Additionally, it explores how transformational leadership can be harnessed to create more inclusive and effective learning environments by examining trends and regulatory changes affecting educational leadership.FindingsTransformational leaders in education exhibit key characteristics such as a compelling vision, emotional intelligence, and a commitment to professional development, all of which foster a positive school culture and enhance stakeholder engagement. Additionally, they effectively leverage diversity and technology to create inclusive learning environments, promoting culturally responsive practices and personalized learning experiences that significantly improve student engagement and achievement.Practical implicationsThe practical implications of the article include providing educational leaders with concrete strategies to integrate diversity and technology into their practices, enhancing student engagement and inclusivity. Additionally, it offers guidance on fostering collaborative environments and utilizing data-driven approaches to address achievement gaps among diverse student populations.Originality/valueThe originality of the article lies in its focus on the intersection of transformational leadership, diversity and technology within educational settings, providing a unique framework for fostering inclusivity. By highlighting practical strategies and insights, the article adds value to existing literature by offering actionable approaches for educational leaders to enhance learning environments and promote equity.

Intelligent Classroom Monitoring System for Enhanced Learning Environments Using Deep Learning

ABSTRACT With the growing emphasis on enhancing educational quality and engagement, traditional classroom monitoring methods fall short due to their subjectivity, inconsistency, and limited scalability. This project introduces an AI-supported intelligent classroom monitoring system that automates the evaluation of student attentiveness, instructor activity, and attendance. The system leverages classroom video feeds, processed using Convolutional Neural Networks (CNN) for activity detection and FaceNet for facial recognition and identification. A real-time dashboard interface provides visual analytics, supporting educators in making informed decisions. Trained on a custom dataset of over 10,000 labeled images, the model achieved more than 95% classification accuracy. The solution demonstrates the potential of AI to foster data-driven, transparent, and engaging learning environments that improve academic outcomes and institutional efficiency. Keywords: Artificial Intelligence, Intelligent Classroom Monitoring, Student Engagement, Activity, Attendance Detection, Convolutional Neural Network (CNN), FaceNet.

Clustered Lifestyle Profiles of Adolescent Football Players: Examining the Relationship Between Off-Training Lifestyle and Training Performance

ABSTRACT This study clustered young male football players based on off-training physical activity (PA) and sedentary behavior (SB) to examine their impact on physical and technical-tactical performance in small-sided-games (SSG). In Stage 1, thirty-four adolescent male football players (mean age 14.2 ± 0.8 years) were monitored for one week using tri-axial accelerometers to quantify PA and SB levels. Participants were classified into two groups: Active (higher moderate-to-vigorous PA and lower SB) and Sedentary (higher SB and lower PA). In Stage 2, sixteen players, divided into four teams, participated in SSG. Two teams comprised players from the Active group (ACT) and two from the Sedentary group (SED). They competed under three conditions: IACTvsACT; IIACTvsSED; and IIISEDvsSED. Cumming estimation plots illustrated that ACT players in IACTvsACT covered greater total distance (d = −1.43), distances in jogging (d = −0.69), running (d = −1.33), and sprinting (d = −1.26), with higher player load (d = −1.28) and decelerations (d = −0.58), but lower walking distances (d = 0.79), successful shots (d = 0.87), passes (d = 1.17), and dribbles (d = 0.89) compared to other conditions.. SED players in IIISEDvsSED showed higher running distances (d = 0.76) and more decelerations (d = 0.7) but fewer passes. Bayesian ANOVA confirmed longer distances and more sprints in IACTvsACT versus IIISEDvsSED, with Bayes factors of 6.50 and 9.48, respectively. Clustering young players based on off-training PA and SB profiles affects SSG performance, with teams having lower PA and higher SB showing compromised physical and technical-tactical outcomes. Coaches can use this information to tailor training, enhance learning environments, and optimize player development.

Managerial influence on employee learning: contextual insights from industrial companies in Sweden

PurposeThis study aims to explore how managers influence employee workplace learning within two distinct organizational environments in Swedish manufacturing industries.Design/methodology/approachUsing a qualitative research design, 17 semi-structured interviews were conducted with 7 managers from 2 companies. Thematic analysis identified patterns and themes, providing a nuanced understanding of managerial influence on workplace learning.FindingsFindings indicate that managers’ perceptions of their roles and their organizational context impact how they create learning opportunities for employees. High-pressure environments prioritize efficiency and short-term results, constraining managers’ ability to support long-term learning and development. In contrast, balanced environments emphasize relationships, psychological safety and long-term development. Managerial support is thus shaped by both organizational context and individual perceptions, highlighting the importance of differing organizational pressures in shaping managers’ leadership toward employee workplace learning.Research limitations/implicationsThe findings provide a contextualized understanding that requires cautious interpretation when applied to other contexts. The reliance on self-reported experiences and the purposeful sampling used in this study present challenges for generalizing the results even within the chosen context. Readers are advised to exercise caution when interpreting the study findings, considering the specific organizational environments and managerial roles examined.Practical implicationsOrganizations should invest in leadership development programs that emphasize relational aspects, such as trust and communication, to create supportive learning environments. Managers should be encouraged to establish structures and routines that promote discussion and reflection.Originality/valueThis research nuances Tynjälä’s 3P model of Workplace Learning by showing how managerial support is affected by the organizational environment and individual perceptions of that context, which in turn affect employee learning processes and outcomes. The study offers theoretical and practical insights for enhancing learning environments within organizations.

Enhancing Learning Environments: A Study of Student Perspectives on Learning, Engagement and Assessment in Higher Education

This study explores the complex field of assessment and evaluation in higher education, emphasizing the student’s viewpoints and experiences. Considering several elements that impact students' learning and skill development, such as the changing dynamics of professionalization within the educational system, this study attempts to clarify the complex relationship between assessment procedures and student performance. Data was gathered from 273 students enrolled in the bachelor’s degree, from two separate Universities in Romania from different fields and study levels. The method for gathering information was a survey that included demographic information as well as Likert-scale questions to learn about students' happiness with their academic achievement, assessment technique preferences, self-perception, study habits, and assessment-related stress issues. Students were also asked about their performance objectives, assessment preferences, and recommendations for strengthening academic support services. A descriptive analysis was performed to examine the perception of university students regarding the survey items. By investigating these factors, this study adds to a thorough understanding of the constraints and possibilities inherent in assessment processes in higher education settings. The findings can have important implications for curriculum design, teaching techniques, and support services aimed at creating a positive learning environment and promoting students' overall development.

Technology and the 21st-Century Learner: Evaluating Iraqi ELT Textbooks Against International Benchmarks

Abstract This Study assesses the extent to which technological competencies have been adopted and mainstreamed in some of the ELT textbooks in Iraq in consonance with current educational needs. Analyzing the content of the First Intermediate Student Book and Activity Book, this research reveals that there are important Areas of omission and lack of direct integration of digital tools and online resources in the material. While the textbooks looked at here show a clear understanding of the four basic skills of language teaching which includes reading, writing, listening, and speaking skills, none is very specific on technology. Such practices as creating posters, scrapbooks, and listening comprehension could be supported by the use of additional application (for instance, Canva, PowerPoint, corresponding online platforms for sharing audio materials, etc.), as it was pointed out no suggestions in this regard were made. Furthermore, there is no information on how the teachers can guide their students to use the technology making the textbooks lacking in their abilities to inform students on the technological advancement. This can only call for an urgent relocation of ELT material to trends that can equip the students to face a technologically enhanced learning environment. The guidelines are the following: using technologies in their teaching, incorporating internet and AI technologies and tools for research purposes, encouraging project-based assignments using documents stored on Google Drive, and offering training to the teachers regarding the suggested tools. An awareness of these demands should be incorporated into the selection and design of ELT materials, arguing that improved technological support can help to develop both the foreign language and relevant digital competencies of Iraqi students.

Exploring the potential of virtual reality in nursing education: learner’s insights and future directions

Aim/objectiveThis study aims to explore the perceptions of nursing students on virtual reality (VR) technology, focusing on its utility, relevance, user-friendliness, and potential for broader integration into nursing education and other educational domains.BackgroundVR is increasingly utilized in education, providing immersive and interactive learning experiences. Despite its potential, there are concerns regarding its practical application and alignment with educational objectives across various disciplines.DesignThe study employed an exploratory descriptive design using focus group interviews to gather qualitative data from nursing students.MethodsSemi-structured interviews were conducted with 15 nursing students across three focus groups. The discussions centered on their experiences with VR in medication management training, focusing on perceived utility, user-friendliness, and motivation for future use. Data were analyzed using thematic analysis to identify key themes and insights relevant to educational technology adoption.ResultsStudents acknowledged VR’s potential for providing a safe and enhanced learning environment. They appreciated the opportunity to practice without real-world consequences but expressed concerns about technical complexity, lack of user-friendliness, and the absence of realistic clinical scenarios. The need for better alignment of VR content with actual educational needs and more user-friendly interfaces was emphasized.ConclusionThe findings highlight the importance of aligning VR technology with the specific needs and learning objectives of students in various educational settings. Continuous dialogue with end-users is crucial for enhancing the educational effectiveness of VR. This study provides valuable insights for educators and developers to refine VR applications, contributing to the development of solutions that meet practical and educational requirements across different disciplines.

Enhancing Financial Education with AI and VR: Data-Driven Insights and Future Trends

Financial literacy is an essential skill in today’s economy, yet many lack the needed knowledge to enable them to make informed financial decisions. This paper explores the integration of Artificial Intelligence AI) and virtual reality (VR) in financial learning. It delves into the many ways these technologies create conducive and enhanced learning experiences across all spectrums of learners. With their successful integration into the financial learning experience, learners can grasp various financial concepts and improve their financial decision-making skills. With a combination of AI-driven personalized learning together with immersive virtual reality (VR) simulation, an enhanced learning environment is created. With the assimilation of the two technologies previously complex financial concepts are broken down into easy-to-understand information. The practicality of the new environment and its engaging nature only adds flavor in the better assimilation of financial concepts. The study goes through current uses of artificial intelligence (AI) and virtual reality (VR) in financial education, together with their benefits and various limitations. It also puts into perspective relevant insights from recent case studies. The findings to large extent demonstrate the improvements achieved with AI and VR in financial literacy through an interactive and experiential learning environment. The paper concludes with several recommendations for further research and strategies to maximize the effectiveness of the technologies in financial education.

Optimizing Electronic Media for Islamic Studies Teaching and Learning in Nigeria

This study examines the pivotal role of electronic media in enriching the teaching and learning of Islamic studies in Nigeria. Despite the growing importance of Islamic education, the adoption of electronic media in Islamic schools remains limited. This research investigates the role of electronic media in Islamic education in Nigeria, highlighting challenges, opportunities, and integration strategies. Utilizing a comprehensive review of literature and empirical data, a questionnaire was administered to a sample of 120 Islamic studies teachers in Nigerian schools, selected through purposive random sampling. The findings highlight the potential of multimedia to enhance learning environments, encourage critical thinking, and overcome traditional educational barriers. The study emphasizes the need for improved teacher training and infrastructure to successfully adopt digital learning tools. It contributes to the existing literature by providing insights into the context-specific challenges and opportunities of integrating electronic media in Islamic education. The findings have implications for policymakers, educators, and researchers seeking to enhance the quality of Islamic education in Nigeria.

Developing and Evaluating a Teacher Innovator Competence Program

An innovator is an individual with a creative and proactive mindset, capable of initiating, learning, and implementing novel ideas that have never been developed before. In a learning society, individuals who can think creatively and introduce new concepts play a crucial role. Teachers, as educational leaders, must develop innovative skills to enhance learning environments. Innovator teachers not only guide students but also initiate, invent, and develop new educational methodologies. They must be capable of designing solutions to address teaching and learning challenges, ensuring a learner-centered education system that adapts to the evolving needs of students. This study aimed to (1) develop an Innovator Competence Enhancement Program for teachers, and (2) evaluate its appropriateness, feasibility, and usefulness. The research was conducted in two phases. Phase 1 focused on developing the Innovator Competence Enhancement Program, with seven experts selected through purposive sampling, and data collected using semi-structured interviews. Phase 2 evaluated the appropriateness, feasibility, and usefulness of the program using an expert panel discussion based on the Connoisseurship approach, involving nine experts. The research instruments included semi-structured interviews and rating scales, with data analyzed through content analysis, descriptive interpretation, mean calculation, and standard deviation analysis. The findings revealed that the innovator competence enhancement program for teachers consists of six key components: principles, objectives, content (structured into five units: adaptability to situations, observation and questioning, initiative thinking, interpersonal collaboration, and application), development methods (based on the 70:20:10 Learning Model), instructional materials, and evaluation methods. The program received the highest ratings across all evaluation criteria: appropriateness ( = 4.62, SD = 0.53), feasibility ( = 4.66, SD = 0.48), and usefulness ( = 4.72, SD = 0.44). These results highlight the significant role of the innovator competence enhancement program in fostering innovation in education. As teachers are the driving force of national education, this program equips them with creative thinking and innovation skills, enabling them to design and implement solutions that enhance learning outcomes. By developing innovator teachers, the program contributes to the transformation of students into future innovators, supporting sustainable educational, social, and economic advancements.

Supporting Educational Excellence in Diversity (SEED): faculty development and allyship

IntroductionBias, privilege, microaggressions, and other forms of mistreatment negatively impact students’ learning, professional development, wellness, and identity. Supporting Educational Excellence in Diversity (SEED) is an innovative faculty development curriculum co-founded and co-designed by medical students/trainees. SEED is unique given it provides vital yet practical communication tools and strategies to support cultural humility when navigating critical conversations related to diversity, inclusion, and harm.ObjectiveThis curriculum helps faculty to identify, redress, and prevent mistreatment within clinical and non-clinical learning environments while cultivating cultural humility.MethodsSEED incorporated a sequential hybrid model approach through the use of interactive online modules, virtual asynchronous self-reflection assignments, followed by in-person discussions with role-play opportunities. Using novel tools, it taught faculty core knowledge and strategies to facilitate discussions in navigating harms related to diversity and inclusion. Authors measured impact via self-reported, de-identified pre-and-post questionnaires.ResultsAn idependent t-test analysis pre-post-test study of 67 faculty participants revealed statistically significant (P < .001) differences from pre to post on all items with one item statistically significant at a p < .05. The overall effect size was 1.65 showing significant improvement in participants’ self-perceived ability to identify and address microaggressions, privilege, sources of bias, and related harm in the clinical and learning environments. These improvements were identified within themselves, faculty peers, teaching curricula, and teaching modalities. SEED was adopted health system-wide through customized departmental faculty offerings given the statistically and practically significant change in learning, awareness, and attitudes for respondents. SEED is currently under consideration as a maintenance of certification self-assessment course by a national board.ConclusionThe innovative SEED faculty development curriculum was co-created and designed by students/trainees. SEED shows promising results in improving participants’ foundational learning in promoting inclusive change to enhance learning environments for healthcare trainees. SEED is unique in providing vital yet practical communication tools and strategies to support cultural humility when navigating critical conversations related to diversity, inclusion, and harm.

Calling in: Mental health in management education and academia

In celebration of the 55th anniversary of Management Learning , we critically examine the journal’s role in fostering discourse at the intersection of management education and mental health. By tracing the historical engagement with mental health in the journal, we reveal gaps and opportunities for further exploration while recognizing the previous efforts that have been made by fellow researchers . Our hope is to catalyze this conversation in order to challenge stigma while emphasizing innovative approaches to enhance learning environments that support mental health of both educators and students.

Introduction to the SRL-S Rubric for Evaluation of Innovative Higher Educational Technology for Self-Regulated Learning

Abstract The integration of advanced learning analytics and data-mining technology into higher education has brought various opportunities and challenges, particularly in enhancing students' self-regulated learning (SRL) skills. Analyzing developed features for SRL support, it has become evident that SRL support is not a binary concept but rather a continuum, ranging from limited to advanced levels of SRL support. This article introduces the rubric, designed to evaluate the degree of self-regulated learning support available within technology enhanced learning environments. Following rubric design best practices, we took a multifaceted methodological approach to ensure rubric validity and reliability: consulting Zimmerman's theoretical model, comparing technological features distilled from empirical studies that demonstrated significant effectiveness, consulting SRL experts, and iterative development and feedback. Across three phases of SRL the rubrics describe evaluation criteria and in detail define performance levels (Limited, Moderate and Advance). By employing the rubric, educators and researchers can 1) gain insights into the extent of implemented SRL approaches, 2) further develop SRL support of learning environments, and 3) better support students on their journey towards becoming self-regulated learners. Finally, the reliability analysis demonstrated a high degree of agreement among different raters evaluating the same course, indicating that the rubric is a reliable tool for obtaining relevant evaluations of SRL support in higher education. We conclude by discussing the significance of the rubric in promoting self-regulated learning within the current pedagogical and technological landscape.

Enhancing Learning Environments in Design Education

Design education is mainly reliant on studio-based learning, in which collaborative, hands-on activities build both practical and theoretical expertise. The current research looks at different studio classroom layouts and how physical, psychological, and environmental design aspects affect student involvement, satisfaction, and performance. Using historical and modern examples, we investigate flexible and multi-purpose studio layouts, spatial arrangement, ergonomic furniture, air quality, and lighting conditions. Our outcomes highlight the importance of adaptive and well-designed settings in architectural and design education, as they promote creativity, collaborative learning, and skill development. The study demonstrates how purposeful classroom design can improve learning outcomes and provides a paradigm for enhancing studio environments in higher education.

GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGY-BASED ARCHITECTURE FOR AN INTELLIGENT CAMPUS MANAGEMENT PLATFORM

Generative artificial intelligence technology represents a transformation approach to the design and implementation of intelligent campus management platforms. As educational institutions increasingly seek to optimize operations, enhance learning environments, and improve resource allocation, the integration of generative AI can facilitate these objectives by providing data-driven insights and automating complex processes. This innovative technology enables institutions to harness vast amounts of data generated within campus ecosystems, thereby allowing for more informed decision-making and personalized user experiences. The architecture of an intelligent campus management platform powered by generative AI typically encompasses several key components: data collection, processing, analysis, and visualization. By utilizing IoT devices and other data sources, campuses can collect real-time information on various parameters such as student attendance, resource usage, and environmental conditions. Smart campus refers to a new education model that uses information technology, data as the core, and network as the basis to achieve comprehensive intelligence in campus environment, resources, services, and management. In this paper, the development of generative AI technology is sorted out, while relevant algorithms and models are summarised in detail, a smart campus management architecture based on generative AI technology is proposed, and its application scenarios are preliminarily planned. The method proposed in this paper will effectively improve the current intelligent level of smart campus management, which has high practical significance and theoretical value.

Integrating Tradition and Modernity: Infrastructure Transformation at Al-Ustmani Islamic Boarding School in East Java

This study explores the evolution of infrastructure and facilities at Al-Ustmani Islamic Boarding School in Bondowoso, East Java, focusing on how the institution balances traditional Salafiyah values with modern educational demands. Researchers used a qualitative descriptive method to gather data through semi-structured interviews, on-site observations, and document reviews. Perspectives from caregivers, teachers, administrators, and students were analyzed to reveal how infrastructure advancements relate to educational quality. The findings show a significant transition from basic facilities to modern, well-equipped structures, guided by a strategic approach to enhance learning environments while preserving the pesantren’s traditional identity. Improvements such as modernized classrooms, dormitories, libraries, and vocational training centers have led to greater student engagement and academic achievement. This harmonious integration of Islamic traditions with formal education has solidified the school’s role in fostering religious, intellectual, and socio-economic progress. Innovative initiatives like independent business units and vocational training programs demonstrate the pesantren’s commitment to preparing students for contemporary challenges. Information technology and entrepreneurship training underscores the school’s dedication to comprehensive student development. These advancements highlight the institution’s ability to adopt globalization and technological innovations without sacrificing its cultural and educational principles. This research contributes to discussions on the evolution of Islamic education by offering a replicable framework for merging traditional values with modernity in pesantren. It emphasizes the importance of holistic management to maintain relevance and excellence in an ever-changing educational landscape.

Optimizing Learning at IES Al-Ghuroba Elementary School

The Kampus Mengajar program is an initiative by the Ministry of Education, Culture, Research, and Technology of Indonesia aimed at improving educational quality in the 3T (Disadvantaged, Frontier, and Outermost) regions. This study discusses implementing the 7th Kampus Mengajar program at IES Al-Ghuroba Elementary School, Sorong Regency, Papua Barat Daya. The program engaged university students as teaching agents to enhance students' literacy and numeracy skills through activities like 15-minute morning reading sessions, teaching aids in math lessons, and healthy living behavior campaigns. Results indicate significant improvements in student motivation, literacy and numeracy abilities, and social skills. Activities like technology adaptation and library revitalization also helped improve students' technological competencies and fostered a love for reading. Monitoring and evaluation by supervising lecturers and the Papua Barat Education Quality Assurance Agency (Balai Penjamin Mutu Pendidikan or BPMP Papua Barat) highlighted the program's positive impact on educational quality. The program's success underscores the importance of collaboration among students, lecturers, and school stakeholders in creating an enhanced learning environment. Continued support from the government and strengthened technology training is recommended for future program effectiveness.

Editorial

This editorial introduces a special issue exploring silence not just as absence, but as a vibrant and multifaceted phenomenon across educational, artistic, and therapeutic contexts. The eight articles examine how different forms of silence—physical, reflective, and creative—can serve as transformative tools in various fields. The contributors investigate silence's capacity to foster deep learning, artistic innovation, and personal growth, while acknowledging its complexity and potential in contemporary settings. The collection demonstrates how intentional silence creates spaces for authentic engagement and meaning-making, particularly valuable as a counterbalance to our increasingly noise-filled world. Through diverse theoretical perspectives and methodological approaches, the articles reveal silence's capacity to enhance learning environments and creative practices. While identifying critical areas for future research, this special issue positions silence as an active, dynamic force, opening new possibilities for education, artistic expression, and therapeutic practice.